DQ 3.1
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Grand Canyon University *
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Religion
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Feb 20, 2024
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docx
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Uploaded by GeneralFlowerManatee3
Review the discussion on the concept of service and leadership in four religious traditions. What similarities and differences do you see across the four religious traditions? How has this shaped your thinking about other religious traditions?
The four religions that was discussed in chapter 5 were Judaism, Buddhism, Christianity, and Islam. While some might think that these four religions wouldn’t have much in common, they in fact have quite a bit in common. I found a few similarities in the discussion of servant leadership or even leadership by itself. One of the biggest resemblances I found was that the notion of leadership was not about caring for self-interests, but serving more than ourselves and essentially serving humanity. As these are four different religions there are of course differences within their views as well. I would say the way each religion interprets the way we develop and how we
should be servants varies. For example, Islam leaders progress through spiritual development in four stages faith in
Allah, the achievement of peace with Allah, developing a sense of awe of Allah, and a love for Allah (Bekker, 2010). Judaism has five paths of leading which are the path of humanity, the path of no illusions, the path of moral imagination, the path of the role model, and the path of moral growth (Bekker, 2010). Through some of the similarities and differences in each of these four religions I think I found a little better understand in each religion. While their different viewpoints within each religion I find that there are more core values that are similar. Essentially each may pray differently but each value ones that care about service to others in high regards. Bekker, C. J. (2010) A modest history of the concept of service as leadership in four religious traditions. In D. Dierendonck & K. Patterson (Ed.) Servant leadership developments in theory and research (pp. 55-66). New York, NY: Palgrave Macmillan.
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